This study uses narrative inquiry to explore the stories of Black women who have successfully navigated the professional career ladder in early childhood education. The study examines four narratives, written by Black women in early childhood education through the lens of Critical Race Theory as well as Feminist Theory to understand what role race and/or gender play in the career progression of Black women in early childhood education. The main research question that this dissertation focuses on is: What are the experiences of Black women navigating leadership opportunities in the early childhood profession? Additional research questions include: What is the role of mentorship in Black women's early childhood career trajectory? What role do white women play in the advancement of Black women in early childhood education? The narratives were coded using the deductive coding method and the themes of agency, family support, mentorship and higher education emerged. Individual interviews with the participants and one focus group provided the participants the opportunity to explore the themes more deeply. The study showed that in order for Black women to have greater opportunities for leadership, systems must invite their engagement, provide opportunities for their contribution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]